Impact of HOT Instruction on Knowledge and Comprehension in Chemistry and Biology for Middle School Students

Authors

  • Ainur Sadykova Department of Pedagogy and Psychology, Alikhan Bokeikhan University, Semey 071400, Kazakhstan;
  • Marzhan Iskakova Department of Pedagogy and Psychology, Alikhan Bokeikhan University, Semey 071400, Kazakhstan;
  • Gulnara Ismailova Department of Pedagogy and Psychology, Alikhan Bokeikhan University, Semey 071400, Kazakhstan;
  • Zamzagul Orazgaliyeva Nazarbayev Intellectual School of Physics and Mathematics in Semey, Semey 071404, Kazakhstan;
  • Elmira Kozhakhmetova Nazarbayev Intellectual School of Physics and Mathematics in Astana, Astana 010000, Kazakhstan.
  • Zhanar Nurtazina Nazarbayev Intellectual School of Physics and Mathematics in Semey, Semey 071404, Kazakhstan;

DOI:

https://doi.org/10.48161/qaj.v5n1a1290

Abstract

Higher-order thinking (HOT) have proliferated in education. While traditional didactic methods may fail to engage students effectively, research suggests the potential pros of HOT-grounded learning in terms of educational outcomes. However, there is a dearth of studies investigating the impact of such approaches on biology and chemistry education at the middle school level. Hence, this study aimed to evaluate the effectiveness of an after-school program designed to foster biological/chemical literacy and metacognitive self-regulation through meta-learning activities. A total of 132 eighth-graders took part in structured educator-led activities over a 10-week period. Sessions centered upon multi-level understanding, connecting scientific concepts, and utilizing metacognitive prompts. Controls received traditional didactic instruction aligned with the standard curriculum. Results indicated significant improvements in biology comprehension alongside chemistry knowledge and comprehension among students who completed the experimental module as compared to untreated counterparts. Per chemistry, learners reporting higher pre-existing self-regulation tended to reach better knowledge acquisition at post-test, with interference control acting as a moderator. Baseline self-regulation predicted post-intervention biology understanding as well, and the effect was moderated by interference control. These findings advocate for the integration of HOT-based training into middle school curricula to bolster attainment across science disciplines.

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Author Biographies

Ainur Sadykova , Department of Pedagogy and Psychology, Alikhan Bokeikhan University, Semey 071400, Kazakhstan;

Department of Pedagogy and Psychology
PhD Ed.

Marzhan Iskakova , Department of Pedagogy and Psychology, Alikhan Bokeikhan University, Semey 071400, Kazakhstan;

Department of Pedagogy and Psychology

Cand. Ped. Sc.

Gulnara Ismailova , Department of Pedagogy and Psychology, Alikhan Bokeikhan University, Semey 071400, Kazakhstan;

Department of Pedagogy and Psychology

PhD in Education and Psychology

Zamzagul Orazgaliyeva , Nazarbayev Intellectual School of Physics and Mathematics in Semey, Semey 071404, Kazakhstan;

Biology teacher

Elmira Kozhakhmetova , Nazarbayev Intellectual School of Physics and Mathematics in Astana, Astana 010000, Kazakhstan.

Biology teacher

Zhanar Nurtazina , Nazarbayev Intellectual School of Physics and Mathematics in Semey, Semey 071404, Kazakhstan;

Chemistry teacher

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Published

2025-03-03

How to Cite

Sadykova, A., Iskakova, M., Ismailova, G., Orazgaliyeva, Z., Kozhakhmetova, E., & Nurtazina, Z. (2025). Impact of HOT Instruction on Knowledge and Comprehension in Chemistry and Biology for Middle School Students. Qubahan Academic Journal, 5(1), 447–460. https://doi.org/10.48161/qaj.v5n1a1290

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Articles